This space is the result of the combined vision of three special education teachers and a tech facilitator. As a cohort within the CW Post Computers in Education program, this TEAM of Amy, Christine, Valerie and Gordon, decided that the web needed an online space for special educators to come together to share experiences, reflect upon teaching methodologies, and to connect with other teachers who are interested in using/bringing more technology into the classroom with students.
Over time, our project has changed a little. The project goal was to start locally and then attempt a global reach through an online social networking site like the Inclusion Revolution Ning. We wanted a space where educators could connect within a virtual collaborative community to evaluate how specific technology tools improve instruction, and to reflect and share experiences and practices while always maintaining confidentiality.
In our discussions, however, we determined that creating a space that established online collaborative projects centered around curriculum and enhanced with technology tools could be used to make our collaboration stronger and more meaningful to the participants and us. We wanted to create an accessible online space for teachers, specifically special educators, to broaden their awareness, expand their PLN (Public Learning Network) and allowed the teachers to learn through hands on collaborative learning projects for their students.
Before we created this site, we gathered data on willing special education teachers and service providers from around the country and their technology use in their "least restrictive environments."
Below you'll find the data that was revealed by the 47 participants that responded to our survey:
This project includes educators as desired, vital, and contributing partners with others in a learning community.
It builds caring, meaning and self-worth.
It values emotional, psychological, and social well-being.
It has components that would change or be dramatically enhanced with powerful tools of electronic communications and multimedia expression being used well.
It builds activities that exist as vital in themselves, separate and off the computer.
It crosses academic disciplines often blurring the very sense of a particular discipline and building a holistic, natural learning experience.
It is energizing and intrinsically motivating for the adults involved.
State curriculum, standards and IEP goals fit naturally within the project's actions.
Design and Develop Digital Age Learning Experiences and Assessments
Model Digital Age Work and Learning (teachers should create a demo in class as a model)
Promote and Model Digital Citizenship and Responsibility
Engage in Professional Growth and Leadership
Constructivist Community
We created this constructivist collaborative community as a place where educators could address the following questions:
Are my teaching practices effective?
What tools can I use to enhance student learning?
What are my biggest challenges as an educator of students with special needs?
Are others facing similar challenges?
How can I improve upon meeting IEP goals and my students needs?
Am I effectively meeting the diverse needs of the student in my class?
How can I better differentiate instruction?
Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning.
By setting up this space for educators to meet and collaborate, we are embracing the constructivist theories that allow teachers to assess their own teaching styles to better improve instruction. When teachers continuously reflect on their experiences and practices, they find their ideas gaining in power, and develop strong abilities to integrate new information. The goal of this space gives teachers the ever broadening tools to be successful with technology in the company of online friends.
This space is the result of the combined vision of three special education teachers and a tech facilitator. As a cohort within the CW Post Computers in Education program, this TEAM of Amy, Christine, Valerie and Gordon, decided that the web needed an online space for special educators to come together to share experiences, reflect upon teaching methodologies, and to connect with other teachers who are interested in using/bringing more technology into the classroom with students.
Over time, our project has changed a little. The project goal was to start locally and then attempt a global reach through an online social networking site like the Inclusion Revolution Ning. We wanted a space where educators could connect within a virtual collaborative community to evaluate how specific technology tools improve instruction, and to reflect and share experiences and practices while always maintaining confidentiality.
In our discussions, however, we determined that creating a space that established online collaborative projects centered around curriculum and enhanced with technology tools could be used to make our collaboration stronger and more meaningful to the participants and us. We wanted to create an accessible online space for teachers, specifically special educators, to broaden their awareness, expand their PLN (Public Learning Network) and allowed the teachers to learn through hands on collaborative learning projects for their students.
Before we created this site, we gathered data on willing special education teachers and service providers from around the country and their technology use in their "least restrictive environments."
Below you'll find the data that was revealed by the 47 participants that responded to our survey:
Uploaded on authorSTREAM by CSouthard
Key Elements of This Project
NET-S for Students:
NET-S for Teachers:
Constructivist Community
We created this constructivist collaborative community as a place where educators could address the following questions:
Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning.
By setting up this space for educators to meet and collaborate, we are embracing the constructivist theories that allow teachers to assess their own teaching styles to better improve instruction. When teachers continuously reflect on their experiences and practices, they find their ideas gaining in power, and develop strong abilities to integrate new information. The goal of this space gives teachers the ever broadening tools to be successful with technology in the company of online friends.